Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in e-learning environments

By Shu-Sheng Liaw, Hsiu-Mei Huang. Comput. Educ., 2013

596 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/4bbcc22382e4882d773772d5d254886a8d35b059

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Information Systems and Management

In Sociology and Political Science

Citations in the corpus

Online learning performance and satisfaction: do perceptions and readiness matter? (2020, background): “…the success or failure of online learning (e.g., Bolliger & Halupa, 2018; Shelton et al., 2017; Yang et al., 2017) or to investigate the critical factors in ﬂ uencing learner satisfaction in an online learning environment (e.g., Dziuban et al., 2015; Liaw & Huang, 2013; Weidlich & Bastiaens, 2018).”
Developing a Holistic Success Model for Sustainable E-Learning: A Structural Equation Modeling Approach (2021, background): “For instance, self-regulated students monitor their learning processes, organize and review the content to be learned, manage their time, set up and follow plans for accomplishing all required learning-related tasks on time, and maintain positive motivational beliefs in their abilities and the value”
Technology Acceptance, Technological Self-Efficacy, and Attitude Toward Technology-Based Self-Directed Learning: Learning Motivation as a Mediator (2020, background): “Liaw and Huang (2013) conducted a relatively successful theoretical innovation by integrating TAM and self-regulated learning theory, revealing the structural relationship between learners’ perceived usefulness, satisfaction, and self-regulated learning.”
Newly qualified teachers’ professional digital competence: implications for teacher education (2018, methodology): “The perceived usefulness of ICT concerns what a person (e.g. a teacher) believes about the benefits of using ICT (Liaw and Huang 2012).”
Integrating Technology Acceptance Model With Innovation Diffusion Theory: An Empirical Investigation on Students’ Intention to Use E-Learning Systems (2019, background): “and communications technology (ICT) in a way to provide students with the various resources of knowledge and information challenging geographic and time limitations [2].”
An empirical examination of continuous intention to use m-learning: An integrated model (2020, unknown): “Items to measure expectation confirmation, satisfaction, and continuous intention were adopted from the previously validated and reliable instruments (Bhattacherjee 2001; Liaw and Huang 2013).”
Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom (2017, background): “Liaw and Huang (2013), on the other hand, found that interactive learning environments are an important predictor of student satisfaction.”